Teacher’s Problem and Scientific Learning Approach: An Investigation on Teacher’s Problem-Posing Ability

Abstract

We investigated teacher’s ability to propose a problem and to use the problem as the core activity in the implementation of the scientific learning approach. The study is associated with a qualitative research design with documents analysis as the main source of the data. The documents were collected from 10 teachers which have implemented the scientific learning approach for at least two years of practices. Based on data analysis, the study uncovered three major issues related to problems and the implementation of scientific learning approach. the issues are teacher various ways in resenting the problem, teacher inability to used type of problem other the problem to find, and the problem failure to facilitated the scientific learning stages to be implemented. As a result, the finding suggested conducting further research in assessing teacher knowledge about the problem, developing teacher ability in proposing the problem, and finding the character of the problem that can be utilized as the core activity in the implementation of the scientific learning approach of 2013.